Scope
WISER-ED focuses on the human and socio-technical dimensions of Education 5.0. It examines how technological innovation can be integrated with well-being, inclusion, sustainability, ethics, and resilience to support meaningful, equitable, and future-ready educational ecosystems.
Grounded in a human-centered understanding of Education 5.0, the workshop approaches technology as an enabler of human development rather than an end in itself. It explores how digital platforms, artificial intelligence, data-driven systems, hybrid learning environments, and emerging technologies can complement human creativity, critical thinking, ethical reasoning, collaboration, and responsible citizenship. Particular attention is given to the implications of these developments for student and faculty well-being, mental health, motivation, engagement, academic success, institutional culture, and professional practice across disciplines reshaped by digital transformation.
WISER-ED welcomes interdisciplinary research that bridges pedagogical innovation, responsible technological development, institutional leadership, organizational well-being, and social responsibility. It invites empirical studies, conceptual frameworks, and applied contributions addressing inclusive and accessible education, resilient learning systems, sustainable institutional practices, lifelong learning, and the professional and interdisciplinary competences required in technologically transformed societies and workplaces.
The workshop is aligned with the United Nations Sustainable Development Goals, with particular relevance to SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals). It also aligns with international priorities for systemic educational change, including those advanced by the World in 2050 (TWI2050) initiative, which identifies education, health, and digital governance as key drivers of sustainable and inclusive futures.
Through this integrated perspective, WISER-ED provides a distinctive interdisciplinary forum for examining how Education 5.0 can serve individuals, institutions, and society responsibly.
Topics of interest
Topics of interest include (but are not limited to):
• Education 5.0 and Society 5.0, human-centered innovation, human creativity, and technology-enhanced learning ecosystems
• Curriculum transformation and technology-enhanced pedagogical innovation, including hybrid, flexible, and future-oriented learning environments
• Student well-being and digital well-being, including mental health, motivation, engagement, belonging, socio-emotional development, and academic success
• Teacher and faculty well-being, professional resilience, and institutional support in technology-mediated education
• Inclusive, accessible, and equitable education in technologically transformed learning environments
• Ethical, trustworthy, and responsible artificial intelligence and data-driven systems in education
• Learning analytics, data ethics, and responsible educational decision making
• Human-computer interaction and user experience in educational technologies
• Digital citizenship, human agency, AI literacy, and responsible participation in technologically mediated societies
• Digital leadership, institutional culture, communication, and organizational well-being in educational transformation
• Digital resilience, educational continuity, and crisis-responsive learning systems
• Education for Sustainable Development and the Sustainable Development Goals, including sustainable educational technologies and practices
• Future professions, lifelong learning, and interdisciplinary competences in technologically transformed societies and workplaces
• Disciplinary applications of Education 5.0, including accounting, auditing, taxation, business, management, and other professional education contexts
• Evaluation frameworks for well-being, inclusion, sustainability, ethics, and resilience in Education 5.0
Organizing Committee
· Margarida M. Pinheiro, Higher Institute of Accounting and Administration of the University of Aveiro (ISCA UA), Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, Portugal,
· Graça Azevedo, Higher Institute of Accounting and Administration of the University of Aveiro (ISCA UA), Research Centre on Accounting and Taxation (CICF), University of Aveiro, Portugal,
· Maria da Conceição Tavares, Higher Institute of Accounting and Administration of the University of Aveiro (ISCA UA), Research Unit on Governance, Competitiveness and Public Policies, University of Aveiro, Portugal,
Program Committee
• Alberto J. Costa, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Aldónio Ferreira, Monash University, Melbourne, Australia
• Ana Maria Bandeira, Polytechnic University of Porto (ISCAP), Porto, Portugal
• Ana Maria Vasconcelos, Federal University of Pernambuco, Recife, Brazil
• Ana Torres, INESC TEC and University of Aveiro (ISCA-UA), Aveiro, Portugal
• Andrea Bajnok, Ludovika University of Public Service, Budapest, Hungary
• Angelika Schmid, Comenius University Bratislava, Bratislava, Slovakia
• António Carrizo Moreira, Universidade Aberta, Lisbon, Portugal
• Berta Paz Lourido, University of the Balearic Islands, Palma, Spain
• Cristina Góis, Polytechnic University of Coimbra, Coimbra, Portugal
• David Perea El Khalifi, Universidad de Huelva, Huelva, Spain
• Dora Simões, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Dulce Matos, School of Business Sciences (ESCE), Polytechnic Institute of Setúbal, Setúbal, Portugal
• Enrique Bonsón, University of Huelva, Huelva, Spain
• Francisco Carreira, School of Business Sciences (ESCE), Polytechnic Institute of Setúbal, Setúbal, Portugal
• Graça Azevedo, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Ilona Dzenite, Riga Technical University, Riga, Latvia
• Jonas Oliveira, Iscte – University Institute of Lisbon, Lisbon, Portugal
• Jorge Mota, University of Aveiro (DEGEIT), Aveiro, Portugal
• José Vale, Polytechnic University of Porto (ISCAP), Porto, Portugal
• Katia Lemos, Polytechnic Institute of Cávado and Ave, Barcelos, Portugal
• Liliane Segura, Mackenzie Presbyterian University, São Paulo, Brazil
• Margarida M. Pinheiro, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Maria da Conceição Tavares, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Maria de Fátima Borges, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Marta Guerreiro, Polytechnic University of Viana do Castelo, Viana do Castelo, Portugal
• Ninel Nesheva-Kiosseva[, University of National and World Economy, Bulgaria
• Pilar Aramburuzabala Higuera, Autonomous University of Madrid, Madrid, Spain
• Rocío Torres-Mancera, University of Málaga, Málaga, Spain
• Rui Pedro Marques, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Rui Robalo, Polytechnic Institute of Santarém, Santarém, Portugal
• Rute Abreu, Polytechnic Institute of Guarda, Guarda, Portugal
• Sandra Caçador, University of Aveiro (ISCA-UA), Aveiro, Portugal
• Sonsoles Jiménez, University of Málaga, Málaga, Spain
• Teresa Eugénio, Polytechnic University of Leiria, Leiria, Portugal
• Umbelina Lagioia, Federal University of Pernambuco, Brazil
• Valentino Parisi, University of Cassino and Southern Lazio, Cassino, Italy
• Vanda Santos, University of Aveiro, Aveiro, Portugal
• Vera Vale, University of Aveiro, Aveiro, Portugal
• Yanko Hristozov, University of National and World Economy, Sofia, Bulgaria
